Response to cognitive developement

 

 

Respond to the following 2 statements briefly

 

1. The video “Cognitive Development” discusses that cognitive development is when it is a child’s time to grow and learn mentally by changing their thought processes to learn things such as language, reasoning, and memory.  The video also discusses the theories and the four stages of cognitive development developed by Jean Piaget and gives us a visual to these theories. It also then goes to show that these stages are a great place to start but are not where we can stop learning. Piaget’s theories are not based on all cultural aspects after looking at different cultures it is shown that the early sensorimotor stage follows though but the rest of the stages are subject to variable due to the environment.  This leaves a huge gap on how culture and environment molds our cognitive development such as the children from Papua New Genie. Another missing link is how children adapt to emotions and how that is a factor to a child’s development which are very strong as a child with their emotional and social attachments to people such as their parents, friends and teachers. Learning from other due to attachment is very important for learning and scaffolding is one such example of what you can learn from social interactions. Scaffolding is when ta teacher or adult facilitates a small amount of help to a skill that is within the reach of the child’s own performance.  In the video it is also discussed that a child cannot have their learning process speed up but can be encouraged by what is called sensitive parenting which is when you help a child positively and provide a base for the child to explore. Jean Piaget’s theories show that children have their own thought processes and that their mind is always developing. He also knew that each child learns differently so some can go through the stages faster or slower and at different ages unlike most would because it’s not based on age it is based on the fixed stages.Stage 1 Sensorimotor (birth to 3 years old) this stage is about how a child understands the information around them through their senses such as touch, smell, feel, and sight. It is also important here that children have motor skills and can properly show them and learn how to better use them. This is shown in the video when a child uses the nesting cup task using their fine and gross motor skills, the child can put the cups into one another but doesn’t quite understand the idea that it has a size ordering and should be put in that specific order. This stage also shows a child learning about object permanence around 9 months old, which is when they learn that even though they can’t see something doesn’t mean it is gone completely and no longer exists.Stage 2 Preoperational (5- 6 years old) this stage uses the knowledge of objects, actions, and symbols of language where a child can use their words to explain what they know about an object or action. This is shown when they have a boy examine rods that change in size from biggest, to middle, to the smallest and he can use his words to describe the objects in order of largest to smallest. At the end of this stage and beginning of the next stage children can understand that even thought an object has moved or has been transferred to something else it is still the same in quantity of mass, length, or number and that is what Piaget called conservation. This is shows with the Conservation of Amount experiment where the same amount of liquid is transferred to different beakers and the child needs to understand that it’s the same amount of liquid even if its split between different beakers and has a different shape.Stage 3 Concrete Operational  (7- 12 years old) this stage is a turning point for a child where they still have limited knowledge about objects but now they can mentally transform these objects, as they are now mature enough to apply logical thoughts to a physical object to solve problems in their head. This is shown by the same boy for stage 2 when the boy examine rods that change in size from biggest, to middle, to the smallest and he can use his words to describe the objects in order of largest to smallest even when they are moved around the table and mixed up.Stage 4 Formal Operational (11- though adulthood) this stage is when a child can mentally operate objects, abstract concepts, and can logically test them out by using mental manipulation. This is shown when a young girl is given the verbal problem “A is shorted than B and B is longer then C” she not only can answer which letter is longer and shorted but she can also explain her reasoning and thought process.

 

 

 

 

2. In this video I have gotten the following information:Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Piaget’s four stages of intellectual (or cognitive) development are: Sensorimotor, Preoperational, Concrete operational, Formal operational. Stage 1: Sensorimotor (birth-2 years old) by this stage the child takes in information through the senses through feeling, through touching, through smelling. By motor and sensorimotor he refers to the child shows his or her intelligence through his or her motor actions on the world. For example, having a child put away cups by sizing them without you having to tell them what to do.Stage 2: Preoperational stage (2 years old – 5 years old) knowledge and actions used through language besides motor skills. For example, asking a child which is the longest show 3 different lengths and the child is able to pick and verbally tell you which is the longest and show you as well.Stage 3: Concrete operational (6 years old – 11 years old) the child is limited to thinking about objects through the senses. Concrete operational form the child must mentally operate on objects transform objects on his or her mind like a size organizing problem.Stage 4: Formal operational (11years old-adulthood) the child is able to operate not just concrete on objects but on abstract verbal statements. For example, saying A is shorter then C, and B is longer then C which is the longest? By being able to answer this question shows the beginning of formal operational thinking.Piaget also talked about the object performance, which is when infants develop the concept that the object exist and are permanent in space through their actions. Around 9 months old showing that an object then hiding it the infant will look for it. Conservation Piaget meant that things do not change, and amount does not change. For example, having 2 beakers with the same amount of water then pouring the water into a thinner and longer beaker and ask again which has more water? They will pick the different thinner beaker. Everyday on conservation can be seen the following task explains, by having 3 cookies and braking them into different pieces and asking if it is a fair trade? They would be able to establish which has more or which has less or which have the same. Some children rather develop faster then others. Questions of the stage not the age!Emotional and cognitive develop when babies form attachment to caregivers. When their mother or father leave them they begin to cry and when they see him or her pick them up they get excited, social interactions. Scaffolding is important I cognitive development parent and the teacher create and provide the learning level in education.

 

 

 

 

 

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